Pub Date : 2022-07-06DOI: 10.1080/1358684X.2022.2089634
Scott Jarvie, Michael Lockett
ABSTRACT This paper explores a suite of close writing practices and exercises that ask students to attend closely to language at the level of morpheme, word, line, sentence, or stanza. Close writing aims to move students beyond a conception of reading as mere transaction and technology, while pushing writing pedagogy beyond the development of expository prose, as is common in post-secondary contexts. Instead, the pedagogies presented in this inquiry frame writing as an analytic practice which aids both students’ capacities as writers and, importantly, their development as critical readers. Such pedagogies, we believe, reflect a less-didactic approach to teaching reading, writing, and literature. We argue that close writing positions students in an exploratory, experimental stance in relation to composition, one that allows for the analytic aims of close reading in addition to different kinds of learning.
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Pub Date : 2022-07-03DOI: 10.1080/1358684x.2022.2094055
J. Yandell
Given the state of the world, with war, mass enforced migration, climate emergency, spiralling food and energy costs and a rich array of governments manifestly incapable of providing solutions to any of these crises, you might need cheering up. We start this issue with a story that should do just that. Louise Torres-Ryan’s account of her own practice is located in the period after the end of lockdown in the UK. She describes a moment in education in which neoliberal values have been firmly reasserted: the priority, announced from on high and enforced on teachers and school student alike, is to make up for lost time – an approach that entails an act of deliberate amnesia, a suppression of much that the pandemic has made plain. But what happens in this moment, in Torres-Ryan’s classroom, is not an enactment of the mandated ‘catch-up curriculum’ but something infinitely richer and more valuable: a collective recovery of the space of English. Torres-Ryan’s practice is both principled and, necessarily, oppositional and opportunistic, carved out of the gaps to be found in uncongenial institutional structures. Such possibilities are also explored in Francis Gilbert’s account of the work of an experienced teacher in what Gilbert characterises as an authoritarian school (a type of which there are abundant examples these days). Part of the strength of this exploration of what Reciprocal Teaching can achieve is that it lays bare the failure of the test-driven, teacherdominated, monologic pedagogy that it displaces: the children formerly imprisoned by labels of deficit and ‘disadvantage’ are enabled to thrive intellectually, and to enjoy themselves, once they have found their voices, and found that others are prepared to listen to them. Questions of culture, identity and representation are to the fore in the following three contributions. Vincent Price argues for a more expansive understanding of, and commitment to, the place of African American literature in the classroom, asserting the complementary value of, on the one hand, texts that might be seen as foregrounding race and the struggle against injustice and, on the other, texts where such preoccupations figure peripherally or not at all. From different sides of the Atlantic, Shea Kerkhoff and Daniel Talbot advance the claims of cosmopolitanism, with its more capacious conceptions of both culture and identity, as offering resources for rethinking classroom practice. Critical or creative? Which comes first – and which should have priority in English? The next two pieces don’t attempt to answer these questions, but they might prompt us to think more about what we mean by either term – and what others might mean. Nazanin Dehdary’s research in Oman into English language teachers’ perceptions of literacy in general, and of critical literacy in particular, reveals quite sharply divergent versions of what literacy is, what it is for and how it might be developed. Duncan CHANGING ENGLISH 2022, VOL. 29, NO. 3, 21
{"title":"Editorial","authors":"J. Yandell","doi":"10.1080/1358684x.2022.2094055","DOIUrl":"https://doi.org/10.1080/1358684x.2022.2094055","url":null,"abstract":"Given the state of the world, with war, mass enforced migration, climate emergency, spiralling food and energy costs and a rich array of governments manifestly incapable of providing solutions to any of these crises, you might need cheering up. We start this issue with a story that should do just that. Louise Torres-Ryan’s account of her own practice is located in the period after the end of lockdown in the UK. She describes a moment in education in which neoliberal values have been firmly reasserted: the priority, announced from on high and enforced on teachers and school student alike, is to make up for lost time – an approach that entails an act of deliberate amnesia, a suppression of much that the pandemic has made plain. But what happens in this moment, in Torres-Ryan’s classroom, is not an enactment of the mandated ‘catch-up curriculum’ but something infinitely richer and more valuable: a collective recovery of the space of English. Torres-Ryan’s practice is both principled and, necessarily, oppositional and opportunistic, carved out of the gaps to be found in uncongenial institutional structures. Such possibilities are also explored in Francis Gilbert’s account of the work of an experienced teacher in what Gilbert characterises as an authoritarian school (a type of which there are abundant examples these days). Part of the strength of this exploration of what Reciprocal Teaching can achieve is that it lays bare the failure of the test-driven, teacherdominated, monologic pedagogy that it displaces: the children formerly imprisoned by labels of deficit and ‘disadvantage’ are enabled to thrive intellectually, and to enjoy themselves, once they have found their voices, and found that others are prepared to listen to them. Questions of culture, identity and representation are to the fore in the following three contributions. Vincent Price argues for a more expansive understanding of, and commitment to, the place of African American literature in the classroom, asserting the complementary value of, on the one hand, texts that might be seen as foregrounding race and the struggle against injustice and, on the other, texts where such preoccupations figure peripherally or not at all. From different sides of the Atlantic, Shea Kerkhoff and Daniel Talbot advance the claims of cosmopolitanism, with its more capacious conceptions of both culture and identity, as offering resources for rethinking classroom practice. Critical or creative? Which comes first – and which should have priority in English? The next two pieces don’t attempt to answer these questions, but they might prompt us to think more about what we mean by either term – and what others might mean. Nazanin Dehdary’s research in Oman into English language teachers’ perceptions of literacy in general, and of critical literacy in particular, reveals quite sharply divergent versions of what literacy is, what it is for and how it might be developed. Duncan CHANGING ENGLISH 2022, VOL. 29, NO. 3, 21","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46832681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/1358684X.2022.2076655
V. Price
ABSTRACT Having grown up Black in America, the author reflects on his limited exposure to African American literature in school as well as his even more limited opportunity to see himself reflected in the mirrors of those texts. The article then extends into a framework for expanding the inclusion of African American texts in educators’ classrooms. Approaching the literature from a historical design perspective (concerning the purposes that gave the literature life and direction throughout its existence), the article divides African American literature into two groups – the texts that centre race and race matter and those that centre lives and lifestyles – in an effort to challenge educators’ understanding of both the literature and the people represented within it. The article acknowledges that, while perhaps different in design, both groups of texts speak to the humanity of African American students as the students exist both within and beyond the context of race.
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Pub Date : 2022-06-30DOI: 10.1080/1358684X.2022.2082382
R. Hunt
ABSTRACT Qualitative practitioner research undertaken by teachers in schools is a vital means of developing pedagogy and practice, one that is under-valued in today’s educational climate. This essay explores representations of students in qualitative studies, which, I argue, necessarily transform student participants into ‘characters’ within the practitioner-researcher’s written narrative. Through exploration of an excerpt of student interview data, I highlight the importance of open, respectful interpretation of students’ words which maintains an awareness of the practitioner-researcher’s subjective position. This includes the need to disrupt reductive narratives of ‘hero’ teachers and ‘victim’ students which deprive young people of agency and respect. I suggest that such considerations of representation are relevant to teachers’ day-to-day practice in schools.
{"title":"Student ‘Characters’ in Qualitative Research","authors":"R. Hunt","doi":"10.1080/1358684X.2022.2082382","DOIUrl":"https://doi.org/10.1080/1358684X.2022.2082382","url":null,"abstract":"ABSTRACT Qualitative practitioner research undertaken by teachers in schools is a vital means of developing pedagogy and practice, one that is under-valued in today’s educational climate. This essay explores representations of students in qualitative studies, which, I argue, necessarily transform student participants into ‘characters’ within the practitioner-researcher’s written narrative. Through exploration of an excerpt of student interview data, I highlight the importance of open, respectful interpretation of students’ words which maintains an awareness of the practitioner-researcher’s subjective position. This includes the need to disrupt reductive narratives of ‘hero’ teachers and ‘victim’ students which deprive young people of agency and respect. I suggest that such considerations of representation are relevant to teachers’ day-to-day practice in schools.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44280225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-15DOI: 10.1080/1358684X.2022.2081131
Geoff Bender
ABSTRACT This article presents the results of five open-ended surveys administered to two Advanced Placement classes in a primarily White high school in upstate New York. Surveys sought to explore how students make sense of the course diversity selection, Chinua Achebe’s Things Fall Apart, which was inserted into a primarily White textual canon. Responses were coded and analysed via a Critical Discourse Analysis methodology. Analysis revealed that while many students replicated the discursive patterns of White innocence, characterised by an obliviousness to their complicity in White supremacy, some students, often coming from marginalised social positions, registered more nuanced reactions to the power dynamics represented in the text. The study concludes that while diversity insertions like Things Fall Apart can be mechanisms that actually reinforce White supremacy due to a perceived social disconnect, modest insights can also be generated by students seeking to better understand the dynamics of contemporary social oppression.
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Pub Date : 2022-06-01DOI: 10.1080/1358684X.2022.2081530
John Hodgson, Ann Harris
ABSTRACT The British government's current educational policy for England draws on E.D. Hirsch's writings on 'cultural literacy'. This paper aims to uncover the roots of Hirsch’s influential views through a genealogical critique. Hirsch admired the Scottish Enlightenment educator Hugh Blair as a model architect of a hegemonic culture to unite disparate members of a nation. Following Hirsch, the government Department for Education in England called for ‘shared appreciation of cultural reference points’ and ‘a common stock of knowledge on which all can draw and trade’. Consequently, the literature curriculum in England increasingly disenfranchises a significant component of the population in terms of both gender and cultural heritage. Recent ‘culture wars’ have highlighted the legacy of colonialism and have led educators to decolonise the curriculum and prioritise social justice. Continuing racism within civil society demonstrates the need for a general recognition that cultures are desirably diverse and internally plural.
{"title":"The Genealogy of ‘Cultural Literacy’","authors":"John Hodgson, Ann Harris","doi":"10.1080/1358684X.2022.2081530","DOIUrl":"https://doi.org/10.1080/1358684X.2022.2081530","url":null,"abstract":"ABSTRACT The British government's current educational policy for England draws on E.D. Hirsch's writings on 'cultural literacy'. This paper aims to uncover the roots of Hirsch’s influential views through a genealogical critique. Hirsch admired the Scottish Enlightenment educator Hugh Blair as a model architect of a hegemonic culture to unite disparate members of a nation. Following Hirsch, the government Department for Education in England called for ‘shared appreciation of cultural reference points’ and ‘a common stock of knowledge on which all can draw and trade’. Consequently, the literature curriculum in England increasingly disenfranchises a significant component of the population in terms of both gender and cultural heritage. Recent ‘culture wars’ have highlighted the legacy of colonialism and have led educators to decolonise the curriculum and prioritise social justice. Continuing racism within civil society demonstrates the need for a general recognition that cultures are desirably diverse and internally plural.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43391228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.1080/1358684X.2022.2074818
B. Hanratty
ABSTRACT While Rebecca is not currently a set text for A-Level English Literature, this paper argues that the novel’s multi-faceted richness would justify its inclusion in any list of recommended texts. Divided into four interconnected parts, the paper offers, firstly, some approaches to the reading and teaching of fiction, generally. The second part presents some framing contexts for illuminating many of Rebecca’s preoccupations. These include: ideas about the Gothic tradition and the presentation of Fatal Women in some Romantic literature; some considerations about patriarchy, misogyny, gender and identity; finally, attention is given to the intersection between dream and reality in Rebecca and to the idea of obsession and the double self in two other works by Du Maurier. In the third part, more detailed attention is given to the presentation of character in the novel. The fourth part explores some pedagogical approaches to the novel in the sixth-form classroom.
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Pub Date : 2022-05-18DOI: 10.1080/1358684X.2022.2069547
Francis Gilbert
ABSTRACT In her ethnographic study, Factories for learning: Making race, class and inequality in the neoliberal academy (2017), Christine Kulz depicts an oppressive system in a United Kingdom secondary school, Dreamfields. Kulz illustrates how many children and teachers are stripped of their autonomy, rights and dignity. In this article, Northfields, a school like Dreamfields, is profiled. Like Dreamfields, Northfields is an authoritarian, heavily surveilled institution with both teachers and pupils often being reprimanded for minor transgressions. This case study shows how an English teacher managed to successfully use Reciprocal Teaching in her classroom, even though its emphasis on co-operative learning was contrary to the spirit of Northfields. Reciprocal Teaching changes the way pupils and teachers see themselves, improves their discussion, reading and exam results. Reciprocal Teaching re-orders education by fostering meaningful relationships, challenging the hegemony of neoliberal schools: it is a rebellion against their authoritarianism.
{"title":"The Reciprocal Rebellion: Promoting Discussion in Authoritarian Schools","authors":"Francis Gilbert","doi":"10.1080/1358684X.2022.2069547","DOIUrl":"https://doi.org/10.1080/1358684X.2022.2069547","url":null,"abstract":"ABSTRACT In her ethnographic study, Factories for learning: Making race, class and inequality in the neoliberal academy (2017), Christine Kulz depicts an oppressive system in a United Kingdom secondary school, Dreamfields. Kulz illustrates how many children and teachers are stripped of their autonomy, rights and dignity. In this article, Northfields, a school like Dreamfields, is profiled. Like Dreamfields, Northfields is an authoritarian, heavily surveilled institution with both teachers and pupils often being reprimanded for minor transgressions. This case study shows how an English teacher managed to successfully use Reciprocal Teaching in her classroom, even though its emphasis on co-operative learning was contrary to the spirit of Northfields. Reciprocal Teaching changes the way pupils and teachers see themselves, improves their discussion, reading and exam results. Reciprocal Teaching re-orders education by fostering meaningful relationships, challenging the hegemony of neoliberal schools: it is a rebellion against their authoritarianism.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44336014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-17DOI: 10.1080/1358684X.2022.2069546
Nazanin Dehdary
ABSTRACT On the path towards transformatory approaches to education and empowerment of students and teachers, this study made an attempt to explore literacy and critical literacy (CL) from the perspectives of teachers working in a tertiary institution in Oman. For this research, an exploratory research design with a critical stance was employed. Interviews were used as the main method of data collection to examine multiple interpretations of literacy and to look into teachers’ familiarity with the concept of critical literacy. This study suggests that literacy is a complex concept with different readings. Another finding is the novelty of critical literacy, and its potential to be confused with critical thinking. This study illuminates the fact that CL is on the margin of ELT methodology and that literacy should be viewed as a social practice, as adopting this view can facilitate the integration of CL in education.
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Pub Date : 2022-04-19DOI: 10.1080/1358684X.2022.2060188
J. Yandell, Faduma Mahamed, Soumeya Ziad
ABSTRACT Our starting point is provided by two accounts of observed lessons. The two lessons happened, at more or less the same time, in the same English department in an East London secondary school. Both lessons, observed by the second- and third-named authors, involved the shared reading of the same novel. We are interested in the difference between these two lessons, a difference that is manifested most clearly in the different ways in which questions enter in the two lessons. We argue that this difference is symptomatic of two fundamentally different versions of English as a school subject.
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